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Coral Reefs: Cycle C

Topic(s): No topics assigned.

 

Concepts

1). 95% of the world's reefs have been damaged by over-fishing, dynamiting, poisoning, pollution, or ship anchors

2). As a living organism, coral reefs can be affected by a variety of diseases such as white pox, rapid wasting disease, patchy necrosis, white plague, and black band disease. The number of coral reefs affected by diseases has increased. Scientists believe that changes in the ecosystem have made corals increasingly susceptible to scourges that have long existed in ocean waters

3). Coral reefs represent some of the greatest concentration of biodiversity on Earth

4). Research into historical coral reefs changes and their effect on the global ecosystem reveal information for today. Current coral reefs resulted from production that occurred over the past 5000-10,000 years

5). Coral reefs play an important role in the carbon cycle, capturing it and converting it to calcium carbonate

6). Corals carry in their tissues symbiotic algae that allow the host to produce more oxygen than they consume

7). Coral reefs filter water and increase its quality. Poor water quality is the primary cause of reef destruction including fertilizers and pesticides in runoff. Loss of wetlands and mangrove forests that absorb massive amounts of nutrients and sediment that favor algal blooms and other species that disrupt the balance of the reef

8). Coral reefs are influenced by turbidity, light, oxygen levels, nutrients, temperature, salinity, pH, and total suspended solids, El Nino Coral reefs are sources of medicines

 

Scenario: Coral reefs comprise some of the greatest areas of biodiversity on Earth, rivaling the biodiversity of the rain forests. Like the tropical rain forests, coral reefs are found only in the tropical and semitropical areas of the world, generally within 30 degrees latitude of the equator.

Coral reefs need specific environmental conditions to survive. They grow best in sunny, shallow, clear water, so that the reef can get lots of sunlight. They prefer salt water, doing poorly in areas where there is a lot of river runoff. This is not only due to the infusion of freshwater, but also the silt, which can cover a reef or muddy the water and block the sunlight. The best temperature for coral reefs is between 25 and 31 degrees C (77 and 88 F) and the best salinity is between 34 and 37 parts per 1,000. These conditions are most often found in the tropics and subtropics.

The current coral reefs resulted from production that occurred over the past five to ten thousand years. The actual coral makes up only a small part of the life found on the reefs but provides habitat for numerous other species. Coral reefs play an important role in providing a food source and a living for many people, especially in developing nations such as the Philippines and the Dominican Republic. Anticancer drugs and painkillers have been developed from coral reef products. Research is now being done on a method to encourage bone growth in humans by mimicking the coral secretions. Additionally, coral reefs play an important role in biogeochemical cycles, especially the carbon cycle.

As of late 2005, an estimated 20 percent of the world's coral reefs had been "effectively destroyed" - showing live coral losses of at least 90 percent and no immediate prospects for recovery - according to the Global Coral Reef Monitoring Network. Another 24 percent face imminent risk of collapse as a result of human pressures and 26 percent face longer-term loss-bringing the share of world reefs now threatened or destroyed to 70 percent, up from 59 percent in 2000.

Most scientists believe reef degradation occurs in response to both natural (e.g., severe weather) and human-caused stresses (e.g., over-fishing, coastal development). Recent research points to the impact of climate change and warming ocean temperatures on coral reefs.

Coral disease outbreaks have struck the healthiest sections of Australia's Great Barrier Reef, where for the first time researchers have conclusively linked disease severity and ocean temperature. Close living quarters among coral may make it easy for infection to spread, researchers announced in May 2007.

"With this study, speculation about the impacts of global warming on the spread of infectious diseases among susceptible marine species has been brought to an end," said Don Rice, director of the National Science Foundation (NSF) Chemical Oceanography Program, which funded the research through the joint NSF-National Institutes of Health Ecology of Infectious Diseases Program. The research was also funded by the NOAA Coral Reef Conservation Program, among other agencies.

The colorful coral colonies that attract visitors to the Great Barrier Reef live atop a limestone scaffolding built from the calcium carbonate secretions of each tiny coral, or polyp. While polyps provide the framework, coral's vivid hues come from symbiotic single-celled algae that live in the polyps. The algae supply much of the food coral need to survive.

When disease or stressful environmental conditions strike a coral colony, the polyps expel their algae. This algae loss makes the coral appear pale.

"We're left with a big question. Can corals and other marine species successfully adapt or evolve, when faced with such change?" Rice said.

 

Author: ESSEA Project, IGES
essea@strategies.org
703-312-0825


 

 

Date: 5/10/2007

 

Scenario Images

Coral Reef
Credit: Florida Keys National Marine Sanctuary (from the NOAA Coral Kingdom Collection)



Reefs at Risk
Reefs at Risk: Estimated threats to the world's reefs from human impacts (red = high, yellow = medium, blue = low). Source: ReefBase Interactive Map Server and World Resources Institute.



 

Standards:

  • Science
    National Science Education Standards - Science Content Standards http://www.nap.edu/readingroom/books/nses/html/overview.html#content The science content standards outline what students should know, understand, and be able to do in the natural sciences over the course of K-12 education.
    • GRADES 5-8 CONTENT STANDARDS
      • Science as Inquiry (Std A)
        • Understanding about scientific inquiry
      • Life Science (Std C)
        • Structure and function in living systems
        • Regulation and behavior
        • Diversity and adaptations of organisms
      • Earth and Space Science (Std D)
        • Structure of the earth system
      • Science in Personal and Social Perspectives (Std F)
        • Populations, resources, and environments
    • GRADES 9-12 CONTENT STANDARDS
      • Science as Inquiry (Std A)
        • Abilities necessary to do scientific inquiry
      • Life Science (Std C)
        • Interdependence of organisms
        • Matter, energy, and organization in living systems
      • Earth and Space Science (Std D)
        • Energy in the earth system
      • Science in Personal and Social Perspectives (Std F)
        • Natural resources
        • Environmental quality
        • Natural and human-induced hazards
        • Science and technology in local, national, and global challenges

Individual Assignment
Classroom Application Cycle

This cycle you will develop cooperative activities that engage your students in understanding Earth as a system through analyzing the causes and effects of the event in this module. You also have the option of choosing a Local Event as the focus of your application. Use the resources listed below to develop your ideas. Submit your ideas for your teammates to rate and for your instructor to grade.

Assignments:

Individual:

  • Review the Individual Classroom Application and Rubric.
  • Create or adapt activities to help your students develop the concepts you have explored in this module. You may choose to do a Local Event Analysis for extra credit this cycle and then base your Classroom Application on it. If you choose to do a local event analysis and then also develop it for your classroom application, you can satisfy this cycle's requirements and receive extra credit.
  • After submitting your own classroom application to the course discussion space, recruit a classmate to rate and make comments on your classroom application. Refer to the Classroom Application Goal and Rubric.


Upload to ESSEA your classroom application with a description of its relevance to students, connection to the curriculum, instructional strategy and assessment methods. Include a reflection on what and how you have learned about Earth System Science and this event as a result of this module. Complete the rubric.
Deadline: Sunday, November 19 2017 11:59 PM (Eastern Time)
Upload Assignments

My NASA Data: Coral Bleaching in the Caribbean (Cycle C)
Students use satellite data to determine when the sea surface temperature meets the criteria to induce coral bleaching. Learning Outcomes: Students will practice analyzing images, maps and graphs from Internet-based educational resources. Students will explore the correlation between sea surface temperature and coral bleaching.

MY NASA DATA microsets are created using data from NASA Earth science satellite missions and provide information on the atmosphere, ocean and land surface. Data is easily-accessible online along with lesson plans, computer tools and an Earth science glossary. You can link to the MY NASA DATA Live Access Server (LAS) where you can select items (microsets of data) from the menu (list of datasets) using descriptions (parameters and time frames) of the items. For grades 5-12.
Difficulty: intermediate


Coral Reefs and Climate Change Education Packages (Cycle C)
CoralWatch-University of Queensland (Australia) has developed Coral Reefs and Climate Change: The Guide to Education and Awareness. Includes reef activities, CD and coral health chart. Select Education to access information about Classroom packages available for purchase.


Exploring Paleoclimatology in the Classroom Using Coral Radioisotope Data (Cycle C)
Source: World Data Center for Paleoclimatology (NOAA/NCDC). This guide provides instructions for educators on how to access and use coral radioisotope data (from 1726 to 1997) for classroom activities. The data consist of strontium and calcium ratios (Sr/Ca) and Sea Surface Temperatures (SST) for coral samples near Rarotonga Island in the South Specific gyre. Topics include methods for reconstructing temperature records, the South Pacific Gyre and EL Nino/Southern Oscillation (ENSO), and the relevance of decadal variations in sea surface temperature. Students will learn to use the data to generate graphs comparing Sr/Ca ratios to historical temperature data and to calculate the statistical relationship between isotope ratios and temperature. They may also use linear regression analyses to compare and evaluate methods for reconstructing climate history and interpret chemical data from coral samples. A link to the dataset website and to links for additional references are also provided. Grade level: High School (9-12)


Keeping Watch on Coral Reefs (Cycle C)
In this lesson, participants will investigate the current state of management of coral reefs. They will discover why coral reefs are important and what can be done to protect them. Students will be able to identify and explain ways that coral reefs benefit human beings, identify and explain major threats to coral reefs, describe major components of the Coral Reef Early Warning System, identify and discuss actions that can be undertaken to reduce or eliminate threats, and be able to obtain and analyze several types of oceanographic data from remote-sensing satellites.


MY NASA DATA (Cycle C)
NASA has developed microsets of Earth science data for K-12 education, which can be used with existing curriculum and enable students to practice math skills using real measurements of Earth system variables and processes.

The microsets are created using data from NASA Earth science satellite missions and provide information on the atmosphere, ocean and land surface. New data types continue to be added to the collection. Data is available online along with K-12 lesson plans, computer tools and an Earth science glossary.

Use the Live Access Server to create your own microsets of NASA data. The LAS contains over 128 parameters in atmospheric and Earth science from five NASA scientific projects Click here for an overview of the parameters and time period available.


U.S. Coral Reef Taskforce (Cycle C)
Government task force created in 1998 to research, monitor and conserve coral reefs. Site includes: background on coral reef habitats; reef ecology and environmental requirements; environmental requirements of reefs; reef functions and significance; natural and human threats to reefs. Also covered are: Task Force actions; policies and partnerships; and the National Action Plan for Coral Reef Conservation.


Comments and Questions: essea@strategies.org
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